Week 1:
Read picture books - list in reading, Do DLR (this way students will get used to it and maybe by week 3 or 4, we can do these as hw?),
- Thurs. - district spelling assessment (optional) Read the Bears Paint book as an interactive read aloud.
- Fri. - Words their way assessment?
Week 2, 3 & 4:
- Words Their Way Assessment ( need to copy)
3 Day Shared Read - Focus: nouns. I used a short section from my read aloud that I'm starting called (Just Juice). I selected a section with dialog. I will give it to you as it will have what to do each day written right on the text. In short, first we come up with a working definition, then highlight different types of nouns using different colors in the shared text (later in indep reading) and finally read text in different voices (why dialog is important) and try to find a word in indep reading that looks like a noun but isn't. Ex: The children had to paddle with all their might. I am planning to do the same things with verbs next week and then modifiers during the following week. As the students start writing more, we should hold them to the rules for proper nouns, using specific nouns, and using descriptive verbs & modifiers - S. (As always, if you want to do something else - please go ahead.)
note: I am going to type my text on the smartboard so we can highlight it right on there,
Week 1:
Read picture books - list in reading, Do DLR (this way students will get used to it and maybe by week 3 or 4, we can do these as hw?),
- Thurs. - district spelling assessment (optional) Read the Bears Paint book as an interactive read aloud.
- Fri. - Words their way assessment?
Week 2, 3 & 4:
- Words Their Way Assessment ( need to copy)
3 Day Shared Read - Focus: nouns. I used a short section from my read aloud that I'm starting called (Just Juice). I selected a section with dialog. I will give it to you as it will have what to do each day written right on the text. In short, first we come up with a working definition, then highlight different types of nouns using different colors in the shared text (later in indep reading) and finally read text in different voices (why dialog is important) and try to find a word in indep reading that looks like a noun but isn't. Ex: The children had to paddle with all their might. I am planning to do the same things with verbs next week and then modifiers during the following week. As the students start writing more, we should hold them to the rules for proper nouns, using specific nouns, and using descriptive verbs & modifiers - S. (As always, if you want to do something else - please go ahead.)
note: I am going to type my text on the smartboard so we can highlight it right on there,